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Markus Klein

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Professor at University of Strathclyde

University Of Strathclyde
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United Kingdom

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Markus Klein is a Professor at the University of Strathclyde, located in the United Kingdom. His research interests include the impact of school absences on academic achievement, children's cognitive development, and the long-term consequences of early school absences. He has authored several recent articles exploring these themes, with a particular focus on the interplay between parental education, gender, and family environment.

Recent Grants

Grant: Close

Is school absenteeism harmful to education and labour market outcomes?

Open Date: 2022-05-01

Close Date: 2024-04-01

Grant: Close

Bildungsexpansion, berufsstruktureller Wandel und Arbeitsmarkterträge tertiärer Bildung. Eine empirische Analyse der Berufschancen von Hochschulabsolventen im Zeitverlauf

Open Date: 2010-01-01

Close Date: 2012-12-01

Grant: Close

Social Inequalities in Educational Attainment: An Investigation into the Mediating Role of School Absenteeism

Open Date:

Close Date:

Positions (2)

Publisher
source

Michael Vallely

University Name
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University of Strathclyde

PhD Studentship: Do Educational Pathways Mitigate Social Class Inequalities in Early Labour Market Outcomes? Evidence from Growing Up in Scotland

[Fully-funded scholarship for 3 years covers all university tuition fees (at UK level) and an annual tax-free stipend. International students are eligible but must cover the difference between home and international fees unless exceptionally funded.] This fully-funded PhD studentship at the University of Strathclyde investigates whether educational pathways can mitigate social class inequalities in early labour market outcomes, using data from the Growing Up in Scotland study. The project is situated at the intersection of social mobility, educational inequality, and labour market stratification, with a specific focus on the Scottish context. The research aims to provide policy-relevant evidence on how education can promote social mobility and reduce labour market inequalities among young adults. The successful candidate will join a vibrant research environment and work under the supervision of Dr Michael Vallely, Professor Patricia Findlay, and Professor Markus Klein. The project will employ advanced quantitative methods, including regression analysis, and will require experience with longitudinal datasets and statistical software such as Stata or R. The findings are expected to contribute to the evidence base on educational inequality and inform policy debates in Scotland and beyond. The studentship is fully funded for three years, covering all university tuition fees at the UK level and providing an annual tax-free stipend at the UKRI rate. International students are welcome to apply; however, they must secure additional funding to cover the difference between home and international tuition fees unless they are exceptionally selected for full coverage. The position is open to candidates with a first-class or upper second-class Honours degree and a Masters degree in a social science discipline, with demonstrated competence in quantitative research methods. Experience with longitudinal data and statistical software is desirable. The application deadline is 30 April 2026, with a start date of 1 October 2026. Applicants should apply online via the University of Strathclyde portal and ensure they meet all eligibility criteria. Shortlisted candidates will be invited for interview. For further details, refer to the official advert or contact the supervisors directly.

4 months ago

Publisher
source

University of Strathclyde

University of Strathclyde

Fully Funded PhD in Educational Pathways, Social Mobility, and Labour Market Inequalities at University of Strathclyde

Fully funded PhD opportunity at the University of Strathclyde in the Strathclyde Business School / Department of Work, Employment and Organisation . The project is titled Do Educational Pathways Mitigate Social Class Inequalities in Early Labour Market Outcomes? Evidence from Growing Up in Scotland . It sits at the intersection of social mobility , social stratification , education , labour market transitions , and quantitative methods . The successful candidate will use data from Growing Up in Scotland to study how educational attainment and pathways shape early labour market outcomes and whether education reduces inequalities linked to social class background. Supervision is led by Dr Michael Vallely , with Professor Patricia Findlay and Professor Markus Klein as additional supervisors. This is a fully funded PhD studentship for 3 years, covering all university tuition fees at UK level plus an annual tax-free stipend. International applicants are welcome, but they must find additional funding for the difference between home and international tuition fees; exceptional international candidates may receive support for this gap. Eligibility highlights include a first-class or upper second-class Honours degree and a Masters degree in a social science-related discipline, plus demonstrated competence in applied quantitative methods such as regression analysis. Desirable experience includes longitudinal datasets and software such as Stata or R. If English is not your first language, an IELTS 6.5 (or equivalent) with no element below 5.5 is required. Applications open on 2026-03-12 and the deadline is 2026-04-30 . Applicants should apply online and upload the required documents only: covering letter, CV, two academic referees’ contact details, certified transcripts, and English language evidence if applicable. Remember to include the scholarship title in the Field of Study section.

4 months ago

Articles (16)

The long‐term consequences of early school absences for educational attainment and labour market outcomes

School absences can negatively impact a child's schooling, including the loss of teacher‐led lessons, peer interactions, and, ultimately, academic achievement. However, little is known about the long‐term consequences of school absences for overall educational attainment and labour market outcomes. In this paper, we used data from the 1970 British Cohort Study to examine long‐term associations between school absences in late childhood and individuals’ educational attainment, social class, unemployment and earnings at age 42 while adjusting for a comprehensive set of confounders. Our findings show that school absences are associated with lower educational attainment but are not associated with social class destination except for increasing the likelihood of being out of the labour force after adjusting for confounders. Individuals who missed five days of school at age 10 were 5.2% more likely to have obtained no qualifications and 4.1% more likely to be out of the labour force. However, we did not find a significant association between school absences and individuals’ earnings or duration of unemployment. Our findings suggest that the detrimental consequences of school absences persist beyond schooling into adulthood. Overall, this study highlights the importance of addressing school absenteeism to promote educational and labour market participation over the life course.

Year:

2024

Collaborators (7)

Anna Beck

University of Glasgow

UNITED KINGDOM

Shadrach Dare

Glasgow Caledonian University

UNITED KINGDOM

Katherin Barg

University of Bristol

UNITED KINGDOM

Claire Goodfellow

University of Glasgow

UNITED KINGDOM

Ibrahim Demirer

University Hospital Bonn

GERMANY

Michael Kühhirt

Lecturer

University of Cologne

GERMANY

Edward Sosu

-

UNITED KINGDOM
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